3. WHAT IS SELF DIRECTED LEARNING?

Challenges of Self-directed
Learning
A teacher who needs to know about
self-directed learning!
A teacher who knows about
self-directed learning!
Resourcing and Facilitating
Self-directed Learning
How to work SMARTER
not HARDER
WORKSHOP OUTLINE
1. Hand out resource sheets
2. Introduce myself and briefly describe the current state of
teaching at Westmount
3. Share briefly about the principles of SDL and how it works at
Westmount School
4. Macro level changes to the teaching and learning
programme
5. Micro level changes to my teaching and learning programme
6. Life in the Learning Centre
7. Equipping self-directed learners
8. Feedback to improve learning
9. Practical resources
a. Livewire Learning: elearning + workbook resources
b. MEPO: collaborative learning – an SMS designed by students
for students.
2. SDL @ Westmount School: Yrs 9-13
SDL – Blended Learning for
all Yr 9-13
Yr 9 and 10 French
Year 11, 12, 13 English
Teacher
Student
Leaning
Centre
Moodle
Mentor
3. WHAT IS SELF DIRECTED LEARNING?
3. WHAT IS SELF DIRECTED LEARNING?
• The spectrum of self directed learning begins with teacher
directed learning and the responsibility gradually shifts
to the learner
• Self directed learning views learners as responsible
owners and managers of their own learning process.
• SDL recognises the significant role of motivation in
initiating and maintaining learner’s efforts
• Developing the skills and attitudes of self directed learning
is not relative to age or Year level at school.
• Some students acquire these skills somewhat naturally and
for others they need to have the skills modelled,
demonstrated and taught as a deliberate act of teaching
3. WHAT IS SELF DIRECTED LEARNING?
• Each teacher is responsible for ensuring that students in
their class have the necessary skills to work independently
in a self-directed way.
• Teachers scaffold learning by making it “visible”. They
model learning strategies and work WITH students so
they develop the ability to use them on their own
• One of the most important role of the teacher is to raise
student awareness of their roles in learning
• SDL is highly collaborative. Learners collaborate with
teachers and peers.
• SDL recognises domain specific knowledge as well as the
ability to transfer knowledge to new situations.
• Self-directed learning allows students to be more effective
learners and social beings.
4. Changes at the Macro Level of
Teaching
 Move away from face to face classes to VC
(Video Conferencing)
 2x2 lessons: 2 VC + 2 LC
 Extensive use of an LMS – Moodle
 Set times in the Learning Centre for contact
with students, small group input
4. Changes at the Macro Level of
Teaching
4. Changes at the Macro Level of
Teaching
4. Changes at the Macro Level of
Teaching
5. Changes at the Micro Level of
Teaching
 More detailed planning for the year, term and week
 Work put up on Moodle each Sunday for both VC and
Learning Centre periods. Students need to read it,
download resources and bring them to class
 Use of forums and wikis for discussions, collaborative
projects, uploading of seminars
 Assignment pages for formative and summative
assessments
SDL English@ WESTMOUNT
SCHOOL
King Lear – 2x2
2. Wiki for responding to the film
3. Wiki for sharing ideas for seminars
4. Forum Q&A for communicating with teacher and
one another
1.
6. Life in the Learning Centre
1.
2.
3.
4.
Students have their own booths for quiet study
Time tables for each student’s learning programme
Discussion area for collaborative and peer tutoring
Appointments for one-on-one conferencing with LC
supervisor
7. Equipping self-directed learners
1.
Motivation: strong support from home; whole school approach.
2.
LC Supervisor encourages students to ask:
a. Have I read the required Moodle pages?
b. Have I clarified the requirements with another students?
c. Have I clarified the requirements with the LC?
d. Now I contact the VC teacher.
3.
Problems:
a. Not keeping up? / Managing time?
- Specific strategies eg Each week print off and paste on wall the
weekly Moodle work.
b. Motivation?
- Talks with Mentor
- Resilience
c. Reflecting on successes and failures?
- Conferences with LC supervisor – PMI Reflection sheet
7. Equipping self-directed learners
8. Feedback to improve learning
1. Make Learning Intentions and Success Criteria clear at the start and end of lessons
5 May - 11 May
Welcome back to Term 2. I trust you had a refreshing break.
LEARNING INTENTION
By the end of the next two weeks, you will:
- be able to plan and write a report connecting ideas in short stories you have read.
 SUCCESS CRITERIA
By the end of the next two weeks, you will:
- be able to summarise your key connections with examples
- be able to plan a report connecting at least 4 stories by an author
- be able to write a report that makes at least two connections, shows your response to
and evaluation of the links
- provides supporting evidence from the texts
 TERM OVERVIEW
This is a shorter term with only 9 weeks. As per the term time-table we have
Weeks 1 and 2: Connections Report
Weeks 3 - 7: Film study of Amazing Grace.
Weeks 8 and 9: speech writing (Assessed Term 3 week 1)
Week 1
VC 1 and LC 1:
Work on summarising Connections logs onto summary templates and plan the basic
structure of your report.
VC 2 and LC 2:
a. Start hand writing the first draft of your Connections Report.
8. Feedback to improve learning
2. Enable our students to be assessment-capable learners so that
they
a. know about their learning and can plan their next steps
b. are active in their learning
c. understand the learning intentions and success criteria
d. can peer assess against the success criteria
e. are able to track their progress against the rubric and
exemplars
f. are able to answer the questions:
- Where am I going?
- How am I going?
- Where to next?
Feedback to improve learning
3. Help students set SMARTER goals
Specific
Measurable
Achievable and ambitious
Relevant
Timely
Evaluate
Re-evaluate
Feedback to improve learning
4. “Effective feedback has the potential to double the speed of
learning.” (Cognition)
So give feedback that
a. is JUST IN TIME and JUST FOR ME
b. gives students information about
- Where I am going?
- How I am going?
- Where to next?
c. does more than praise but addresses the task, the process and
self-regulation
Feedback to improve learning
c. Give feedback that addresses
i. The Task Level:
- What is the correct answer?
- Is his/her answer correct?
- What did he/she do well?
- Does the answer meet the success criteria?
“Your learning goal was to structure your recount
according to the steps you followed in your
experiment . You begin well but then the order gets
muddled. You need to go through what you have
written and number the order in which things
happened and then rewrite them in that order.”
Feedback to improve learning
ii. The Process Level:
- What is wrong and why?
- What strategies did he/she use?
- What is the explanation for the correct answer?
- Does the answer meet the success criteria?
- What are the relationships with other parts of the
task?
“You are asked to compare these ideas so you could
try to see how they are similar, how they are
different, and how do they relate together?”
Feedback to improve learning
iii. Self-regulation Level:
- How can she/he monitor her/his own work?
- How can he/she evaluate the information provided?
- How can he/she reflect on his/her own learning?
- What learning goals has he/she achieved?
“You checked your answer with the resource book/on
Livewire (self-help) and found you got it wrong. Any
ideas about why you got it wrong (error detection)?
What strategy did you use? Can you think of another
strategy to try? How else could you work it out if you
are correct?”
iv. Self level
Praise = encouraging but does not close the learning
gap!
9. PRACTICAL RESOURCES
The innovative
learning approach
What is Livewire Learning?
It is an affordable, interactive, adaptive web-based learning
management system:
discrete modules of work + Q and A + explanations +
of learning + tracking and reporting

records
It provides revision, study
and homework material in
secondary school Science,
Physics, English, Mathematics,
and Accounting.

It integrates elearning and
work book resources.

 Written by experienced NZ

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teachers and aligned to the NZ Curriculum
Based on Bloom’s taxonomy
How does Livewire fit the Curriculum?
Livewire Learning
1. Was written by published authors and
experienced teachers
2. Addresses the Key Competencies of:
- CRITICAL THINKING
- MANAGING SELF
- USING LANGUAGE, SYMBOLS AND TEXT
3. Aligns closely to the NZ Curriculum.
English Years 7-10 aligns with Levels 3-5 and
will assist in preparation with eAstlle and PATs.
Year 11 and 12 subjects target skills needed for
most of the Achievement Standards
Scope of Livewire Subjects
http://my.livewirelearning.co.nz
Install your Licence Code
Activate your Licence
Subjects Activated
Previous Attempts
Modules
Module
Final results print out
Most Recent Results for …
Leader board
The Administration Suite
Additional Notes
1. Ways to use Livewire Learning at school
a. Set as homework
Set work linked to current Achievement Std/topic of work;
students print off results and paste into folders as evidence of
completion; get parental sign-off each fortnight; use the admin
suite to check at the end of each week.
Link with the write-on work book
b. Use in class
i. Use the teaching material on the data projector / whiteboard
ii. Introduce the topic using Livewire teaching point or Link with
the write-on work book
iii. Pre-test using Livewire questions as a class
iv. Work in groups or have in-class competitions
Ways to use Livewire Learning at school
c. Use in the computer suite
i. To introduce students to the programme and familiar
with it
ii. Work through folder as revision
iii. students work in pairs for cooperative learning
d. Differentiated Learning
Assign different students/groups different folders and
modules. The more able may do normal modules with A,
M and E level questions. Less able will start with AO
versions.
e. Encourage goal setting and facilitate self-directed
learning.
Students repeat modules and aim to improve results.
2. Bloom’s Taxonomy
Questions are linked to Blooms taxonomy.
a. In the skills modules, Achieved, Merit and
Excellence questions are just
harder/more challenging questions.
b. In the Achievement Standard modules, the levels
contain questions that require students to:
Achieved = Recall, show Understanding and
Apply
Merit = Explain/Analyse
Excellence = Discuss/Evaluate
3. Adaptive learning:
a. Each module has an item bank of between 10-40 questions.
The Learning Outcomes table at the start of each module
indicates the number of questions at each difficulty level.
b. As students get answers correct, they get given more
challenging questions.
c. Students should repeat modules to access additional
questions in the item bank.
4. Leader boards:
Achieved level questions earn 1 point
Merit level questions earn 3 points
Excellence level questions earn 5 points
Students can compare themselves against other students on the
home page leader board.
Or see where they score in relation to other students in their
school via the leader board within their login.
1. Immediacy of feedback
- Livewire marks instantly whereas teachers often take work
home to mark and bring it back to students the next day.
- There is a 5 minute learning cycle vs. a 24 hour one. Livewire
therefore has the ability to have multiple learning cycles in one
period.
2. Individualised and specific feedback.
Even if you have 20 students in a computer suite the feedback is
specific to the student and to the content. This can never be
achieved by a classroom teacher unless immediacy is sacrificed.
3. Immediate reinforcement of appropriate
cognitive strategy.
The green (correct) answers immediately reinforce correct
thinking strategies.
Workbooks – facilitating SDL
Workbooks – facilitating SDL
By using both the elearning material and the work book students can now
1.
Use the detailed teaching notes as revision material.
2.
Go on line and use the eLivewire programme to answer the AchievedOnly version first to test their knowledge and understanding
3.
Get instant feedback from the online questions and explanations to
accelerate their learning.
4.
Return to the workbook to challenge themselves with scaffolded
higher order questions
5.
Return to eLivewire to answer additional Merit and excellence level
question and get instant feedback.
Workbooks – facilitating SDL
By using both the elearning material and the work book you
can now
6. Re-sit the module to improve your score out of 10 and
'working at' level.
7. Track your record of learning and your place on the leader
board (see our home page).
8. Answer an NCEA-style questions in the booklet. Either self-
mark or ask your teacher to mark them for you.
9. Use the definitions modules to rehearse key terms.
10 Access the write-on answers from your teacher
Holly Higgins: Lecturer, School of Secondary-Tertiary Studies,
Manukau Institute of Technology
“If you are prepared to put up to 20 minutes into setting this
program up with your students, the time you will save in the
long run is immense.
The NCEA students can do self-directed work towards both their
internals and their externals, and I have found that there are
activities in there which would take me weeks to create.
The students are best served by their ability to access every
resource they may need to help them to progress, and as every
teacher knows, we can only do so much!
This program helps both the eager students to excel and also the
reluctant students to see results and feel good about their
learning.”
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Student Responses
Student – Year 11 English, Science, Accounting
“In regards to the Livewire Learning system, it was very
helpful in view of the build up to my exams ...
Livewire covers all the main subjects including the basics to the
more advanced levels of thinking.
I feel I have benefitted from Livewire as it showed me where I
was getting questions wrong and areas that I needed to cover
more in-depth.
I found the online competition a great way to increase my
enthusiasm for studying.
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Student Responses
MEPO – Managed Educational Platform
Online
- enabling student-centred, collaborative learning
- an LMS designed by students for students
- BETA launch August
- class or school trials available
- Login: http://b.mepo.co/login
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In Conclusion
Benefits for students
We believe the following elements are critical for your students’
success. Livewire Learning helps students become selfdirected/independent learners because it:
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
Provides useful in-class support material

Provides structured homework during term

Provides comprehensive end-of-year revision material

Uses accelerated learning principles to improve learning
Why do students like using Livewire?
 It’s appealing: it engages and
motivates students
 It provides variety and allows them
to work productively on the
computer
 It lets them work at their own pace
 They can see themselves improving
 It accelerates their learning
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Livewire’s Benefits for Teachers
The programme was designed to
 Save you time
 Provide a way for your students to become more self




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directed in their learning
Help you meet the needs of the different learning styles
of students
Help you differentiate your learning programmes to
meet the individual needs of students
Strengthen your students' chances of success, if used
effectively
Provide a way of integrating IT into the teaching and
learning programmes of school
Strengthen the link between school and home with regard
to homework.
Contact details
 Neil Riley
[email protected]
021 158 4288